6-1: The Old Man and the Supermarketinternationalsnps.org/networkportal/wp-content/uploads/2014/02/FIHS... · 1) Notebooks open . 2) Vocabulary: DNA (Deoxyribonucleic Acid)– chemical

6-1: The Old Man and the Supermarket Some words we’ll need to know before we go:

Word Translation Definition / Picture

Fillet

Whole Fish

Dried

Wild

Farmed

Fin We need to keep track of what we see at the store. Later, we can use what we find here to answer questions about what fish we see. This is our ocean! For each type of organism, be specific – what store, what names do they give it, HOW is it sold (dried, fillet, whole fish)? What questions do you have about this?

Organism type Names at store (English and… )

Looks like? How is it sold? Dried, Fillet, Whole? $$$?

Fish

Also, wild/farmed/neither?

Fish


Questions about these species?

It’s YOUR WORLD: The Old Man and Saving the Sea by YOU!

Name: _______________________

Class: ______________

Date: ____________________

Bio Outcome 01 ____ & 02 ______: Qualitative and Quantitative Observations.

I should have thought of this years ago.


Describe what it looks like – color, shape, etc. and How is it sold? - Dried, Fillet, Whole? $$$?

Fish


Sea Turtle

Shark

Shrimp

Stores we went to: ________________________________ and ___________________________________

NAME: __________________________________ CLASS: _______________ DATE: __________________ OMS 6-1: Extra Notes


Describe what it looks like – color, shape, etc. and How is it sold? - Dried, Fillet, Whole? $$$?


Guide to Organism Types or Families

Fin Fish (examples include salmon, mackerel, cod, catfish, sardine, anchovy…etc.)

Eel Lobster Crab Squid

Sea Turtle Jellyfish Seastar Shark Shrimp

Rays Seal / Sealion Tropical Fish Seahorse

Whale Dolphin / Porpoise Don’t forget SEAWEED!

Old Man and the Supermarket 6-1 – To go in your Investigator’s Notebook Bio Outcome 01: Qualitative Obs…___ Bio Outcome 02: Quantitative Obs.____ 1) Select at least 2 (P) different species from your trip today (3 for H). For each:

a) What store did you find them in (Name, address, or street location)

b) What group of organisms are they in (fin fish, seahorse, etc.)?

c) Describe appearance, and how they are presented and sold (whole, fillet, dry, etc.).

d) How are they labeled (Name, location, wild/farmed)?

e) Pictures (photo or drawing) are nice. 2) What questions do we have about these fish? Start to free write and brainstorm – what do we know about them, what questions or concerns do we have? Think about open and closed-ended questions.






e) Pictures (photo or drawing) are nice. 2) What questions do we have about these fish? Start to free write and brainstorm – what do we know about them, what questions or concerns do we have? Think about open and closed-ended questions.






e) Pictures (photo or drawing) are nice.

2) What questions do we have about these fish? Start to free write and brainstorm – what do we know about them, what questions or concerns do we have? Think about open and closed-ended questions.






e) Pictures (photo or drawing) are nice.

2) What questions do we have about these fish? Start to free write and brainstorm – what do we know about them, what questions or concerns do we have? Think about open and closed-ended questions.

Wild Farmed

6-3: Delicious DNA - How do we extract DNA from cells? Directions: Fill in the boxes with the appropriate items from today’s procedure.

What we did Draw/Label what is happening to the cells 1) I wrote my name ________________ on the

plastic bag. 2) I put a piece of ____________________ into

the bag. I closed the bag and then I _______

_______________________________________ 3) I opened the bag and then added

_____________________________________. I closed the bag and continued mashing the fruit.

4) I put a coffee filter over a test tube. I then

__________ the fruit into the filter. 5) We gently ______________________________

the filter to get extra liquid out. 6) We tilted the beaker 45o and slowly poured in

______________________________________. 7) We used a ____________________________ to

pull the DNA out of the tube.

8)

1) Nothing yet. 2) 3) The detergent is causing the cells to… 4)

Name: ____________________ Class: ____________________ Date: _____________________ BIOLOGY

Bio Outcome 06: Lists the steps of an experimental procedure. __________

Draw and label 2-3 materials we are using:

Translate the Verbs: Squash or Mash Lyse Pour Precipitate Squeeze Open Extract Filter

Follow-Up Questions:

1) Were you able to extract the DNA? If so, describe it. ________________________________________________________________________ ________________________________________________________________________

2) Compare your results to a different organism. For example, does the DNA from banana look the same as DNA from a strawberry, and how?

________________________________________________________________________ ________________________________________________________________________

3) What happened to the cells

_____________________________________________________________________ _____________________________________________________________________

Observations about the DNA’s appearance and structure:

1) Notebooks open 2) Vocabulary: DNA (Deoxyribonucleic Acid)– chemical that is a code for genes. It tells cells how to make traits. A, T, C, and G are the different bases. Extract (v.)– to get or pull out of. i.e. “It really hurts when the dentist has to extract a tooth.”

4) Refer to Homework. How many generations back could you trace? Did anyone at your table have the same grandmother? How do we go back 100s of generations? How can we prove that someone is related? We need the DNA. It takes a while to get the results of these tests, so we will get our DNA out of the cells this week, and then we can study more about how DNA works while we wait for the lab to get our results.

Homework for Friday is to make a hypothesis about relationships we can test using DNA. 5) Have picture of cell from students’ previous work on wall: how do we get the

DNA/chromosomes out so we can read them? That’s what we will do today. First we practice on fruit, because it’s okay if we damage a fruit. Tomorrow we begin getting it out of our cells.

Each group gets enough for 2 extractions. Hand out this page, and have groups follow along with you. Do a full extraction, then have them help complete the fill in the blanks and explain what happens on the cellular level on the board.

Name______________________________ Class________ Date______ _________ DNA Extraction: Fruit! Background: The long, thick fibers of DNA store the information for the functioning of life. DNA is present in every cell of plants and animals. The DNA found in fruit can be extracted using common, everyday materials. We will use an extraction buffer containing salt, to break up protein chains that bind around the nucleic acids, and dish soap to dissolve the lipid (fat) part of the strawberry cell wall and nucleus. This extraction buffer will help provide us access to the DNA inside the cells. Pre-lab questions: 1. What do you think the DNA will look like? 2. Where is DNA found? Materials: heavy duty ziploc bag 1 piece of fruit 10 mL DNA extraction buffer (soapy, salty water) cheesecloth or filter paper, funnel, 50mL vial / test tube, glass rod or paperclip hook, 20 mL ethanol Procedure: 1. Place one small piece of fruit in a Ziploc bag. 2. Smash/grind up the strawberry using your fist and fingers for 2 minutes. Careful not to break the bag!! 3. Add the provided 10mL of extraction buffer (salt and soap solution) to the bag. 4. Knead/mush the fruit in the bag again for 1 minute. 5. Assemble your filtration apparatus as shown to the right. 6. Pour the strawberry slurry into the filtration apparatus and let it drip directly into your test tub 7. Slowly pour cold ethanol into the tube. OBSERVE 8. Dip the hook or glass rod into the tube where the fruit extract and ethanol layers come into contact with each other. OBSERVE

Conclusions and Analysis 1. It is important that you understand the steps in the extraction procedure and why each step was necessary. Each step in the procedure aided in isolating the DNA from other cellular materials. Match the procedure with its function: PROCEDURE FUNCTION A. Filter fruit mash through cheesecloth ___ To precipitate DNA from solution B. Mush fruit with salty/soapy solution ___ Separate components of the cell C. Initial smashing and grinding of fruit ___ Break open the cells D. Addition of ethanol to filtered extract ___ Break up proteins and dissolve cell membranes 2. What did the DNA look like? Relate what you know about the chemical structure of DNA to what you observed today. 3. Explain what happened in the final step when you added ethanol to your fruit extract. (Hint: DNA is soluble in water, but not in ethanol) 4. A person cannot see a single cotton thread 100 feet away, but if you wound thousands of threads together into a rope, it would be visible much further away. Is this statement analogous to our DNA extraction? Explain. 5. Why is it important for scientists to be able to remove DNA from an organism? List two reasons. 6. Why do you think we used fruit and not other plant parts, like laves or stems? 7. Is there DNA in your food? ________ How do you know?

+ Coffee Filter Buffer Solution

Ziplock Bag Paper Clip

6-13: Replicate and Amplify your DNA with PCR!

How does DNA copy itself, and how do we use this in the lab? Vocabulary:

Word Part of speech

In my language

Meaning Picture

Template

Unzip

Complementary

Part A. Replication IN THE CELL – In Vivo

Directions: 1) Fill in the missing bases. 2) Color the “old” strands of DNA in one color _____ and the “new” strands in another color ________. Use the words Unzip, Template, Complementary

For each step, describe what’s happening, or what the product is.

2. 3. 4.

Name: ____________________ Class: ____________________ Date: _____________________ BIOLOGY

Bio Outcome 38: Identifies structures and functions of the DNA molecule. Bio Outcome 39: Demonstrates effective use of biotechnology tools.

Part B. Polymerase Chain Reaction (PCR) – Replication in a tube - In Vitro Draw and label what’s happening: Watch the animation and label the following: Primer, Target Sequence, nucleotides, Polymerase.

At 95oC

At 50oC

At 72oC

1. How does the DNA polymerase know what nucleotide to add in the new strand? 2. How many new strands are there after:

Cycle # 0 - START 1 2 3 5 10 20 25 30 # DNA Fragments

The PCR machine, and its inventor, 1993 Nobel Prize Winner Kary Mullis.

Now try using a primer to amplify a sequence! – Get a pair of primers and a “strand” of DNA. We are amplifying the sequence for the species _________________________ On the poster… PASTE and label the steps of PCR for your gene! Remember:

- YOU are the polymerase - A is black, T is red, G is green, and C is blue - Label nucleotides, primers, DNA polymerase,

On the poster… …goes your Exit Ticket: In your own words, how do we make a billion copies of your seafood’s DNA barcode? Questions to select for answering. Cur out, paste, and answer these around your simulation on the poster:

1) How does the DNA polymerase know what nucleotide to add in the new strand? My name: ______________

2) What happens during the first step of copying DNA? My name: ______________

3) Compare the original and new DNA molecules. My name: ______________

4) What are the pairing rules of replicating DNA? My name: ______________

5) Explain how much of the old DNA is in the new double strands of DNA. My name: ______________

6) What happens in later strands if there is a mistake? My name: ______________

7) What is the role of polymerase? My name: ______________

8) How does the primer get things started? My name: ______________

9) Why do we need different temperatures during PCR? My name: ______________

DNA unzips at high temperature

This step, called annealing, happens at 50oC

Documents

6-1: The Old Man and the Supermarketinternationalsnps.org/networkportal/wp-content/uploads/2014/02/FIHS... · 1) Notebooks open . 2) Vocabulary: DNA (Deoxyribonucleic Acid)– chemical